Riina Iloranta Mario Passos Ascencao Vesa Heikkinen Minna-Maari Harmaala Eva Holmberg Johanna Rajakangas-Tolsa
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- Design thinking and service design concepts, terminology and principles
- Customer-centred service development processes
- Customer-centred experience development processes
- Methods and tools for service design
- Creativity for useful, usable, and desirable service design innovations
- Prototyping service concepts
- Visualising and explaining effective, efficient, and distinctive service concepts
- Development of profitable business models for services
This course uses design thinking and blended learning pedagogical approaches, such as flipped classroom, supported by three main learning forms: (1) contact learning; (2) directed learning; and (3) self-directed Learning. A proportion of the course hours provide the opportunity for contact learning between students and experts (the facilitator and industry partners). Six interactive contact learning days are offered to participants. Contact learning takes the form of active and interactive classes (e.g. World Café, LEGO® SERIOUS PLAY®, experiential prototyping and similar interactive learning methods). Forms of directed learning used are individual and team learning activities, such as a service design project for a real-life company-client. Self-directed learning is also an important part of this course and students are encouraged to develop the ability to learn on their own and thus to take more responsibility for setting the objectives of their study work. This course uses Moodle as the course’s virtual learning environment. In short, this course provides:
48 hours of contact teaching/learning
221 hours of directed and self-directed learning
1 hour of the assessment of one’s own learning
Recognition of prior learning (RPL)
If students have acquired the required competences in previous work tasks, recreational activities or on another course, they can show their competences via a demonstration, and thus progress faster through their studies. More information and instructions for recognising and validating prior learning (RPL) are available at MyNet.
The course will draw on a fair amount of both conceptual and empirical readings. It requires a high degree of personal study, and participants are expected to find relevant materials, read widely and think critically. A modest amount of reading prior to each day/session is to be expected. Below, participants can find several indicative publications, which serve as the background to the course. Other resources relevant for this course will be available on the course’s Moodle page.
Arantola, H. 2010. Palveluiden Suomi. Taloustieto Oy. Helsinki.
Jyrämä, A. & Mattelmäki, T. (Eds) 2015. Palvelumuotoilu Saapuu Verkostojen Kaupunkiin - Verkosto- Ja Muotoilunäkökulmia Kaupungin Palvelujen Kehittämiseen. Aalto-yliopiston taiteiden ja suunnittelun korkeakoulu. Helsinki.
Koivisto, M. J. 2007. Mitä on palvelumuotoilu? – Muotoilun hyödyntäminen palvelujen suunnittelussa. Taiteen maisterin lopputyö. Taideteollinen korkeakoulu, Helsinki.
Laitinen, I., Harisalo, R. & Stenvall, J. 2013. Palvelutiede julkisten palveluiden uudistajana: Kansainvälinen vertailu. Tampere University Press. Tampere.
Liedtka, J. & Ogilvie, T. 2011. Design for Growth: A Design Thinking Tool Kit for Managers. Columbia University Press. New York.
Miettinen, S. & Koivisto, M. (Eds) 2009. Designing Services with Innovative Methods: Perspectives on Service Design. Kuopio Academy of Design. Kuopio.
Miettinen, S. & Valtonen, A. (Eds) 2013. Service Design with Theory. Discussions on Value, Societal Change and Methods. Lapland University Press. Rovaniemi.
Miettinen, S. (Ed) 2011. Palvelumuotoilu - uusia menetelmiä käyttäjätiedon hankintaan ja hyödyntämiseen. Teknologiainfo Teknova Oy. Helsinki.
Miettinen, S. (Ed) 2014. Muotoiluajattelu. Teknologiainfo Teknova Oy. Helsinki.
Moritz, S. 2005. Service Design: A Practical Access to an Evolving Field. Köln International School of Design. London.
Polaine, A., Løvlie, L. & Reason, B. 2013. Service Design: From Insight to Implementation. Rosenfeld Media. Brooklyn.
Stickdorn, M. & Schneider, J. 2011. This Is Service Design Thinking - Basics, Tools, Cases. BIS Publishers. Amsterdam.
Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This Is Service Design Doing: Applying Service Design Thinking in the Real World. O'Reilly Media. Sebastopol.
This course replaces the following courses from the previous curriculum:
- ATB2RQ104 Design Thinking in Tourism (10 ECTS)
- REG3RY003 Service Design and tuotekehitys palveluissa (10 ECTS)
Starting level and linkage with other courses
Assessment criteria - grade 1
The student can apply the key concepts, terminology related to service design and knows service design principles. They can also use management models and methods in the development and design of services and experiences concepts and can follow service design processes and use tools. Together in an interdisciplinary team the student can research customers, stakeholders, the service provider, trends, contexts and evaluate insights whilst generating ideas to create a new concept or solution. They can synthesize insights and guide strategic direction or alignment.
Assessment criteria - grade 3
In addition to the skills and competences mentioned for Grade 1, the student can apply knowledge, management models and methods in the development and design of services and experience concepts. In addition, they can choose appropriate management models and methods for the development and design of services and experience concepts and can apply service design processes and tools. They can predict new opportunities for service and experience development, and adequately judge ideas for creating a new concept or solution. They can generate innovative and desirable ideas for ‘new’ transformative services or experience concepts, systems or touchpoints and can lead service design projects that solve a ‘real’ service problem or yield an opportunity.
Assessment criteria - grade 5
In addition to the skills and competences mentioned for Grades 1 and 3, the student can comprehensively predict new opportunities regarding the development of services and experiences and can adequately judge ideas to create a new concept or solution. Independently and successfully s/he can lead service design projects that solve a “real” service problem or yield an opportunity and contribute to organisational change of mindset. Develop a profitable business model for a service or experience concept or solution. Independently s/he can solve real-life problems regarding services and generate services real-life opportunities.